Year 1

Learning Intention: To use time connectives to help us retell an event in order.

Learning Experience Overview:

In writing, students have been focusing on writing recounts to share events and experiences in a clear and organised way. They have been learning how to sequence their ideas in the correct order by using connectives such as “first”, “next”, “after that”, “then” and “finally”. Students have worked on making their recounts easy for readers to follow by linking events in the correct sequence throughout their writing.

Fluency:

To begin our session, we practised writing words that contain different spelling patterns we have explored this year. Students worked cooperatively with their whiteboards and then checked their spelling using the classroom anchor charts. Some of the words included: moon, book, look, tree, rain, boat, sheep, food, plate, feet.

Anchor Chart:

Whole:

We began by sharing on the board a recount of a child’s birthday party. 

Together, we discussed how a recount helps someone who was not there understand exactly what happened in the correct sequence. Students were introduced to time-order connectives such as “first”, “next”, “after that”, “then” and “finally”, and practised using these words to link events smoothly.

During the learning, we referred to our anchor chart to check that Lily’s Birthday Party recount was using the time connectives. Students answered questions such as “What happened first?” and “What happened next?” This encouraged students to think carefully about sequencing and the importance of organising ideas logically.

We then had a class brainstorming session where students thought about an event they had experienced that they could write about. We discussed the importance of using time connectives in an appropriate order and how “First” and “Finally” need to remain in the same place in our writing, while “Next”, “Then” and “After that” can be flexible in their placement between "First and "Finally". We also discussed how these words help writing make sense when used in a sequential order.

Small: 

Using the template with the Anchor Chart at the top, students decided on an event they would like to recount and used the Time Connectives to retell in sequential order what happened. 

Whole:

Share and Reflect: 

A few students were then asked to share their recount, and as they shared, the others were asked questions such as “Can anyone hear the past-tense words in their writing?”

Prompts: 

What are some of the words in bold?

What types of words are they?

Do I need to use the time connective in a certain order? Why or why not?

Does anyone notice any other time connectives used?

How you might like to continue learning at home:

• Encourage your child to retell events from their day using time connectives such as first, next, then and finally.
• Ask your child to explain how to complete familiar routines in order, such as making breakfast or getting ready for school.
• Read books together and discuss the sequence of events by asking questions such as “What happened first?” and “What happened after that?”
• Support your child to write short recounts about weekend activities, special events or family outings using sequencing words.
• Practise oral storytelling by taking turns retelling a shared experience in the correct order.

Kind regards,

Stef and Jarryd

The Year 1 Team

stephanie.lampard@education.vic.gov.au

jarryd.lamb@education.vic.gov.au